Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning

Autor/in	Takeuchi, Miwa Aoki
Titel	Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning
Quelle	In: Educational Studies in Mathematics, 97 (2018) 1, S.39-53 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9781-4
Schlagwörter	Immigrants; Parent Participation; Mathematics Instruction; Multiplication; Parent Role; Ethnography; Interviews; Workshops; Urban Areas; Leisure Time; Power Structure; Identification (Psychology); Parents as Teachers; Parent Child Relationship; Young Children; Cultural Influences; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Elternmitwirkung; Mathematics lessons; Mathematikunterricht; Multiplikation; Parental role; Elternrolle; Ethnografie; Interviewing; Interviewtechnik; Lernwerkstatt; Schulung; Urban area; Stadtregion; Freizeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühe Kindheit; Cultural influence; Kultureinfluss; Ausland
Abstract	This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children's appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children's early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01